Key stage 4 is defined as the education of pupils in years 10 and 11 (aged 14 - 16 years) and is characterised by having a small range of compulsory subjects of the National Curriculum and pupils being given choices from a limited number of options. Most subjects are taught through courses that are summatively assessed by examination and/or coursework. The courses, examinations and awards are validated by the Qualifications and Curriculum Authority (QCA) and are structured within the National Qualifications Framework (NQF).
The 14-19 Agenda is having a significant influence upon the nature of the curriculum in many schools. There is also the influence of the introduction of Functional Skills in literacy, numeracy and ICT. The National Curriculum can be provided through activities taking place across the curriculum (ICTAC).
The nature of pupils' experience at key stage 4 is consequently varied within and between schools. Consequently, trainees may experience a range of provision (or none at all!) at key stage 4.
Good starting points:
14-19 Strategy http://www.dcsf.gov.uk/14-19
Functional Skills http://www.qca.org.uk/qca_6062.aspx
ICTAC http://nationalstrategies.standards.dcsf.gov.uk/secondary/keystage3/all/respub/ictac
National Curriculum ICT http://curriculum.qca.org.uk/key-stages-3-and-4
National Qualifications Framework http://www.qca.org.uk/libraryAssets/media/qca-06-2298-nqf-web.pdf
QCA http://www.qca.org.uk
QCF http://www.qca.org.uk/qca_8150.aspx
TeacherNet http://publications.teachernet.gov.uk
The following pages include:
popular examinations and qualifications in ICT
other qualifications and awards
the National Curriculum for ICT
A print-friendly version of these pages may be downloaded here. Download PDF document: KS4.pdf (95K)
Author: David Short, Park View Community School, County Durham (2004)
Revised: John Woollard, School of Education, University of Southampton (2006 and 2009)
author: John Woollard
email the author
OCR Nationals
The OCR Nationals are an exam-free alternative to GCSEs aiming for a more engaging, practical approach to learning and assessment. They are presented at Level 1, 2 and 3 and there is a pathway of study through a number of vocational areas including ICT. The OCR Level 1 Nationals are aimed primarily at 14-16 year olds and include a range of ICT themes and generic activities in the areas of team working, career planning, communication and problem solving.
At level 2 they are structured to enable schools to offer the GCSE equivalent of 1, 2, 3 or 4 passes at A*-C with a suggested guided learning time (teacher-led classroom activity) of 90 hours per GCSE equivalent.
National First Award 1 GCSE (A* - C)
National Award 2 GCSEs (A* - C)
National First Certificate 3 GCSEs (A* - C)
National Certificate 4 GCSEs (A* - C)
The level 3 awards are presented as Certificate, Diploma and Extended Diploma and are equivalent to 1, 2 or 3 A levels respectively with an indicative "guided learning hours" of 360 per A level equivalent.
GNVQ – alternatives and successors
GNVQ Part One - last award 2004 and superseded with revision by Applied GCSE (double award)
ICT GNVQ – removed from 2007
Post-16 VCE redesigned as GCE in Applied ICT (from 2005)
Digital Applications
From 2005 the GNVQ equivalent awards are in Digital Applications provided by Edexcel with 3 options (outlined below) AiDA, CiDA and DiDA.
DiDA was produced as a replacement for GNVQ ICT. The majority of the students who took GNVQ ICT were aged 14-16 with most completing the course over two years in Years 10 and 11 or in a growing number of cases where schools move Key Stage 4 teaching into Year 9, over three years. The Diploma award (DiDA) has 4 GCSE sized units (equivalent to a GCSE both in terms of worth and in the amount of time and resources it needs). It is normal for a GCSE to be given about 10% of curriculum time (approximately two hours a week) in Years 10 and 11. Unit 1 covers material that is generic to all units such as project planning, e-portfolio building, and prototyping and is compulsory as all other units build upon it. On successful completion of that unit students can claim the Award in Digital Applications (1 GCSE) and then can “top up” their portfolios to achieve the larger qualifications. Students do not have to have passed Unit 1 before moving on and subsequent units can be studied in any order. The Certificate CiDA (2 GCSEs) is Unit 1 plus one other unit requiring 3 to 4 hours a week over 2 years. The Diploma DiDA (4 GCSEs) is Unit 1 plus three other units requiring 5-6 hours a week over 2 years or 12 hours a week for one year.
Post-16 Opportunities in ICT related subjects
Between 2003 and 2005 enrolments for the full course GCSE ICT and the short course GCSE increased by nearly a fifth with female candidates outnumbering male candidates on the short courses. However, in post-16 education the numbers of students electing to follow courses for GCE A and AS in ICT and in Computing continue to fall. This fall is particularly noticeable in GCE Computing (27% decrease over 2 years). The pass rates (candidates gaining A–E) rose by 1.1 per cent for A level ICT and 2 per cent for A level Computing from between 2003–05 figures. (This contrasts with the falling pass rate in the GCSE courses.)
QCA is responsible for the AS and A level subject criteria that set out the knowledge, understanding, skills and assessment objectives common to all AS and A level specifications in a given subject. They provide the framework within which the awarding body creates the detail of the specification. These subject criteria are intended to help ensure consistent and comparable standards in the same subject across the awarding bodies.
Awarding Bodies
The organisations that can provide examinations and qualifications are called “awarding bodies”.
AQA (Assessment and Qualifications Alliance) http://www.aqa.org.uk
Edexcel Foundation http://www.edexcel.org.uk
OCR (Oxford, Cambridge and RSA Examinations) http://www.ocr.org.uk
WJEC (Welsh Joint Education Committee) http://www.wjec.co.uk
CCEA (Council for the Curriculum, Examinations and Assessment) http://www.ccea.org.uk
Joint Council for Qualifications http://www.jcq.org.uk
author: John Woollard
email the author
Vendor Awards
Microsoft, Cisco and Macromedia, for example, provide a range of user qualifications. They are not standalone within the National Qualifications Framework but, because they are being used by many schools, are seen to be acceptable assessments and qualifications. They can be integrated with other awards so adding extra value to the students’ examination portfolio, perhaps meeting local needs.
British Computer Society
BCS IT User Certificate Level 2 (inc ECDL) http://www.bcsituser.org
The BCS IT User Certificate is a level 2 qualification that incorporates the European Computer Driving Licence (ECDL) qualification with the addition of an eighth module. It maps to IT Key Skills Level 2 Information and courseware written specifically for educators and students and can be found at http://www.educatorsecdl.com.
Business & Technology Education Council (BTEC)
BTEC Intermediate Award in ICT
http://www.london-learning.com/section/prod_online_award_in_itc.htm
This interactive online course allows students and adults to learn at their own pace how to correctly apply skills in Microsoft Office applications in an education context.
The BTEC Intermediate Award in ICT (online) is designed particularly to meet the needs of senior school pupils age 13-14 in International and Independent Schools and Colleges. The interactive course equips individuals with the knowledge, understanding and practical skills required for future success in advanced secondary education, future employment, or for entry to a BTEC National or A/AS level in Information Technology or related title.
International Baccalaureate Organization (IBO) http://www.ibo.org
The International Baccalaureate Organization Diploma Programme, created in 1968, is a pre-university course of study that leads to examinations. It is designed for secondary school students aged 16 to 19. In December 2003 QCA published a report comparing standards in A levels with the International Baccalaureate (IB). (Report on Comparability between GCE and International Baccalaureate Examinations). The findings ‘broadly, were that A level and IB examinations were comparable in the demands they placed on candidates at the level of the individual subject. http://www.qca.org.uk/qca_9911.aspx
Federation of Awarding Bodies (FAB) http://www.awarding.org.uk
Federation of Awarding Bodies is a membership body representing organisations that award vocational qualifications in the UK. They aim to provide a vocational qualification system that meets the differing needs of candidates, employers, education and training providers.
author: John Woollard
email the author